Teacher Weekly Lesson Plans
Date: 3/24/2014
CCSS.ELA-Literacy.RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words
CCSS.ELA-Literacy.RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
CCSS.ELA-Literacy.RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key details in a text
Subject: Reading Minutes Per Week: 450 Teacher: Rawson/Sulecki
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SWD knowledge of phonemes by creating a list of words in the –ig family. | SWD knowledge of phonemes by blending sounds to make words. | SWD comprehension of vowels by sorting long a and short a. | SWD comprehension of vowels by sorting long e and short e. | SWD comprehension of vowels by sorting long i and short i. |
| Language Objective: | SWBAT write a list of –ig family words. | SWBAT orally blend sounds to make words. | SWBAT orally identify long a and short a words/pictures. | SWBAT orally identify long e and short e words/pictures. | SWBAT orally identify long i and short i words/pictures. |
| Pre-Assessment: | Review of letter sounds. | Letter sounds | What is a vowel? | What is a vowel? | What is a vowel? |
| Post-Assessment: | Creating a list of words in the – ig family. | Blending sounds to make words. | Naming all five vowels. | Naming all five vowels. | Naming all five vowels. |
| Dolch Words/Content Vocabulary: | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will, play, make, went | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will | I, like, see, my, the, he, she, we, to, yes, no, and, and, can, look, car, dog, is, up, in, do, will |
| Materials: | chart paper | chart paper | Promethean Board | Promethean Board | Promethean Board |
| Activities: | Discuss word families. Create list. Review rhyming. | Discuss word families and practicing blending sounds to read CVC words. | Discuss long and short vowels. Model how to short by sounds then glue picture and write the word. | Discuss long and short vowels. Model how to short by sounds then glue picture and write the word. | Discuss long and short vowels. Model how to short by sounds then glue picture and write the word. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | https://www.youtube.com/watch?v=xuNhrogY-Mo | https://www.youtube.com/watch?v=fR-BLFZyAWs&safe=active | https://www.youtube.com/watch?v=PL3X3dnNQK0 |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 3/24/2014
CCSS.ELA-Literacy.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…).
Subject: Writing Minutes Per Week: 300 Teacher: Rawson/Sulecki
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SWD comprehension of opinion writing by sorting fact and opinion statements. | SWD knowledge of opinion writing by identifying their favorite cookie and supporting their opinion. | SWD application of opinion wiring by completing the graphic organizer to write and support their opinion. | SWD application of opinion wiring by choosing their favorite candy and brainstorming support. | SWD application of opinion wiring by completing the graphic organizer to write and support their opinion. |
| Language
Objectives: |
SWBAT orally identify facts and opinions using _____ is a fact/opinion. | SWBAT orally support their opinion using: My favorite cookie is ______ because _____. | SWBAT write their favorite cookie and support their opinion using: In my opinion, __ is the best cookie b/c ___. | SWBAT orally explain why they choose their favorite type of candy. | SWBAT write their favorite candy and support their opinion using: In my opinion, __ is the best candy b/c ___. |
| Pre-Assessment: | What is an opinion? What is a fact? | What is an opinion? | What is an opinion? | What is an opinion? | What is an opinion? |
| Post-Assessment: | Sorting fact and opinion statements. | Supporting their opinion with details. | Completing the graphic organizer to write and support their opinion. | Choosing their favorite candy and brainstorming support. | Completing the graphic organizer to write and support their opinion. |
| Content Vocab.: | Opinion, Fact | Opinion, Favorite, Support | Opinion, Favorite, Support, | Opinion, Favorite, Support, | Opinion, Favorite, Support, |
| Materials: | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo | Promethean Board, Elmo |
| Activities: | Review fact and opinion. Read statements and sort while discussing why each is a fact or opinion. | Review how to support an opinion. Model how to fill in graphic organizer. | Model how to use the graphic organizer to write support for our opinion. | Discuss how it is ok to have different opinions and how we support our opinions. | Model how to use the graphic organizer to write support for our opinion. |
| Technology: | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board | Elmo, Promethean Board |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 3/24/2014
CCSS: L.OL.00.11 Identify that living things have basic needs.
L.OL.00.12 Identify and compare living and nonliving things.
Subject: Science Minutes Per Week: 150 Teacher: Rawson/Sulecki
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SWD comprehension of living and nonliving things by observing the differences between living and non-living things. | SWD knowledge of living and nonliving things by sorting picture cards as living and nonliving. | SWD evaluation of living and nonliving things by coloring the things that are living on a coloring page. | ||||||
| Language Objective: | SWBAT orally describe differences between living and nonliving things using: A difference between living and nonliving things is ____. | SWBAT orally identify living verse nonliving using: A _____ is a living thing; A ____ is a nonliving thing. | SWBAT orally identify the living things on their coloring page using ____ are living things. | ||||||
| Pre-Assessment: | What is living? What is nonliving? | What is living? What is nonliving? | What is living? What is nonliving? | ||||||
| Post-Assessment: | Observing the differences between living and non-living things. | Sorting picture cards as living and nonliving. | Coloring the things that are living on a coloring page. | ||||||
| Dolch Words/Content Vocabulary: | Living, nonliving, classify | Living, nonliving, classify | Living and nonliving, basic needs | ||||||
| Materials: | Promethean Board | Promethean Board | Promethean Board | ||||||
| Activities: | Review living and nonliving things with PowerPoint. | Do sorting activities with flipchart. Discuss differences between living and nonliving as you sort. | Discuss differences between living and nonliving. Model how to color ONLY living things on paper. | ||||||
| Technology: | www.bankstreet.edu, www.timeforkids.com, www.prometheanplanet.com, https:///www.streaming.discoveryeducation.com, Science through Song (Jim Walkers), www.studyjams.scholastic.com | ||||||||
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Teacher Weekly Lesson Plans
Date: 3/24/2014
K.OA.5: Fluently add and subtract within 5
K.OA.1: Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
K.OA.2: Solve addition and subtraction word problems, and add and subtract within 10.
K.CC.4a: Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.4b: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
K.CC.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
K.CC.7: Compare two numbers between 1 and 10 presented as written numerals.
K.NBT.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones
Subject: Math Minutes Per Week: 500 Teacher: Rawson/Sulecki
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SW orally count a collection of pennies | SW use manipulatives to represent numbers. | SW skip count by 2s. | SW orally count and compare numbers in groups. |
Differentiation
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| Language
Objective: |
SW orally identify the name of each coin. | SW model and solve comparison number stories with counters. | SW use objects to represent groups of 2s. | SW divide a group of objects in half. | Computation Practice: Adding and Subtracting numbers within 10. |
| Pre-Assessment: | SW count pennies to 20. | SW be able to identify which group of counters has more/less. | SW orally count groups of items by skip counting by 2s. | SW orally describe what it means to divide a group of objects in half. | Math addition and subtraction games on Laptops. |
| Post-Assessment: | SW exchange 5 pennies for 1 nickel, 10 pennies for 1 dime. | SW orally count to find out which group of counters has how many more. (subtraction, counting on) | SW recognize/orally describe a growing number pattern on a number line or grid. | SW orally count the number of objects they are starting with and then divide their collection into 2 equal halves. | Addition Top It
Number Grid Search Game, Greater/Less Than Alligators |
| Content Vocabulary: | Exchange, penny, value, trade, nickel, dime, coin, worth | Comparison number story, difference | Count by 2s, pair, skip count | Half, halves, divide, equal even, odd, uneven, whole, part | Dice addition
Sorting Coins |
| Materials: | Real or play coins.
Home Link Master (Math Masters, p. 45); large collection of pennies, nickels and dimes, slips of paper and pencils. |
Slates or sheets of paper, counters | Growing number line, class number grid. | My First Math Book, p. 12; counters | Patterns with blocks, craft sticks, counting bears |
| Activities: | 6.8 Coin Exchanges | 6.9 Comparison and Number Stories | 6.10 Count by 2s | 6.11 Divide Groups in Half | Attributes |
| Technology: | Promethean Planet coins flipchart | Promethean Planet differences number stories flipchart | Promethean Planet Count by 2s flipchart | Counting to 100 by 1s, 5s and 10s | |
| NOTES: |
Teacher Weekly Lesson Plans
Date: 3/24/2014
G1.0.2 Use environmental directions or position words to identify locations
G2.0.1 Identify and describe places in the immediate environment
G1.0.1 Recognizes maps and globes represent places
Subject: Social Studies Minutes Per Week: 150 Teacher: Rawson/Sulecki
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SW identify, describe, and compare the characteristics of the environment around home and school | SW collaboratively identify five human characteristics both at home and at school
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TLW collaboratively identify five physical (natural) characteristics both at home and at school | ||
| Language
Objective: |
SW describe the neighborhood adjacent to the school. | SW identify five human characteristics. | SW identify a physical characteristic. | ||
| Pre-Assessment: | SW describe the school environment. | SW give an example of a characteristic. | SW describe the difference between home and school characteristics. | ||
| Post-Assessment: | SW describe the neighborhood environment. | SW identify human characteristics. | SW identify human characteristics. | ||
| Dolch Words/Content Vocabulary:
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Directions, North, South, East and West | ||||
| Materials: | Neighborhood map. | Neighborhood map | Map of their bedroom. | ||
| Activities: | Create a neighborhood map. | Map of their bedroom. | Map of the classroom. | ||
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